5 Challenges related to staff training and qualifications Section 5: Curriculum/Programme of activities Programme of activities at KG Programme of activities in Childcare Curriculum Matters in the Early Years The way forward: Issues and recommendations Conclusion References

6 List of Tables Table 1 Current and planned measures to promote use of childcare Table 2 Compulsory age of starting school in European Countries (2013) Table 3 Age groups admitted at child-care settings in 2013 (N=69 settings) Table 4 Number of pre-primary (KG) settings in Table 5 Number of children attending pre-primary (KG) schools Table 6 Distribution of children at KG settings within some State settings (2012/2013) Table 7 Distribution of KG aged children in Independent settings (2012/2013) Table 8 Distribution of KG aged children in Church-run schools in Malta & Gozo (2012/2013) Table 9 Distribution of child-day-care settings by management Table 10 Distribution of child-care centres across Malta and Gozo Table 11 Uptake of available services as a % of population Table 12 Distribution of children by child-care management Table 13 Children at child-care settings: registered vs waiting lists by sector Table 14 Distibution of respondents by childcare management Table 15 Employment patterns of mothers using child-care services Table 16 Data re children and carers at FES centres Table 17 Fees charged per term at Independent KG settings (2012/2013) Table 18 Summary of financing models in child-care settings Table 19 Early years courses offered by MCAST Table 20 Qualifications of staff working with 3 to 5-year-olds Table 21 Duration of initial teacher education in EU for pre-primary education Table 22 Courses accredited MQF/EQF Level Table 23 Comparison of home grown courses Table 24 Accrediting bodies and procedures for local and foreign courses pre and post occupational standards Table 25 Qualifications of child-carers employed in 52 provisionally registered settings (2012) Table 26 Qualifications of managers employed in 52 provisionally registered settings (2012) Table 27 Roles identified through the 2012 workforce mapping exercise Table 28 Summary of the KG curriculum from the National Minimum Curriculum (1999) Table 29 Summary of learning outcomes for early years National Curriculum Framework (2011/2012) Table 30 Essential principles underpinning quality provision for children birth to 8 years

7 Executive Summary This document was drawn up to summarise the development of early childhood education and care in Malta and make recommendations towards promoting high quality provision across early years services in light of the Government s 2013 electoral manifesto proposal to extend services through free child-care services for families. Providing childcare services for under-threes in order to facilitate women s return to employment is one way of perceiving and addressing economic issues and narrowing the gap between gender opportunities. However, internationally the early years sector has attracted attention in its own right because of the well-documented and researched evidence which indicates that investment in good quality care is one of the best investments with highest returns (Heckman, 2008, 2012); there are long-lasting positive and significant cognitive and socio-emotional effects on children who experience rich, stimulating environments and programmes which incorporate the child as an active agent in his/her own learning as well as reach out to the family and community in which he/she is being brought up (EPPE, 2003; Wylie & Hodgen, 2011, Raikes, Brooks-Gunn & Love, 2013). There is therefore a necessity to advocate for good quality provision in early years not only to encourage mothers to return to the workforce but primarily because of the short-term and long-term implications such investment has on children s achievements and consequently on society. Good-quality early years services require the engagement of highly-qualified staff who work in supportive environments. Such environments assist children and parents; facilitate transitions between home and settings; monitor progress; encourage collaborative work within multi-disciplinary teams; and promote the development of confident, young learners. Good quality early years settings contribute towards developing the foundations of competent individuals who can think carefully and creatively, communicate in an articulate manner and act in socially just and morally sound ways. To borrow the metaphor used by Elliot (2006) in her review of early childhood education and care services in Australia, Malta is at the cross-roads. A number of challenges and issues which were highlighted in the 2006 policy document (Sollars, Attard, Borg & Craus) are still to be considered. At the time when early years provision for under-threes is to be extended, the challenges need to be addressed within a context which promotes a holistic perspective to early years rather than contribute and perpetuate the ever-increasing anomalies which have resulted as a consequence of the ad-hoc manner through which the sector has grown. The early childhood literature is clear about the close connections between care and education and the inseparable nature of development and learning. Despite this, the separate histories and traditions of early childhood care programs and education programs have resulted in substantially different goals, purposes and practices in child care and in preschools and kindergartens. These differences are reinforced by policy, funding and administrative divisions within and between the sectors... And the care education divide appears to be growing. (Elliot, 2006, p. 1) A thorough review of the development of the early years sector in Malta together with an analysis of the current state of affairs led to seven main recommendations towards improving the quality of available and prospective services: 7

8 Recommendation 1: (Re) conceptualising early years Discussing and agreeing to a shared understanding about early years and expectations regarding achievements in early years with all stakeholders is imperative. A broader understanding of the early years and what these first years imply for early childhood education and care ought to lead to a better understanding of why and where early years matter; what constitutes quality experiences in early years and how such experiences make a difference to children s lives. It is imperative that this understanding is shared by policy makers, practitioners and families in light of the responsibilities they have towards promoting and ensuring the provision of appropriate expectations across the early years sector. Recommendation 2: Providing for an integrated rather than a split system A holistic approach to early childhood education and care can be conceived where there is a firm commitment towards setting up an integrated rather than a split system. This implies incorporating early years services under the auspices of one ministry; eliminating the artificial distinction between child-care and kindergarten settings; improving and agreeing on the general conceptualisation of and expectations about early years; ensuring that practitioners in early years share and work within the same regulatory framework, promoting the learning outcomes for the sector as proposed by the National Curriculum Framework (2012); addressing the need for seamless transitions as children progress through early years settings in non-compulsory services through the first years of compulsory education; and ensuring that the professional training of all staff working in the early years sector is of a high standard. A split system is characterised by having: an early years sector which is divided according to children s ages, typically having under three-year-olds in childcare and three to five, six or seven year-olds in preschool or kindergarten (KG) settings until the age when compulsory education starts; split governance, with childcare being the responsibility of the Ministry of Social Policy and KG seen as the responsibility of the Ministry of Education. a service that perceives care and child-minding as the rationale for childcare settings for under three year olds and education and socialisation as the rationale for pres-school and KG-aged children; unqualified staff or staff with low-qualifications associated to child-care whereas staff with higher qualifications and initial university degrees linked to settings for the older cohorts amongst the early years group as the latter are prepared for primary school. Recommendation 3: Registration and accreditation of early years settings An obligation for all early years settings to be registered and accredited. To date, provision for under-threes is a semi-regulated sector where settings are not obliged to register with an authorised entity. In allowing for such a situation, this gives rise to potential health and safety concerns for one of the most vulnerable age groups. Recommendation 4: Quality matters Quality matters need to be addressed at a number of levels. 8

9 Trained assessors and professional staff are required to help monitor programmes and activities within settings in order to give advice, provide support and assist practitioners at all levels. This is of paramount importance in the absence of (highly) qualified practitioners and/or service managers especially in childcare. Appropriate assessment and evaluation of children s learning ought to be mandatory to ensure that settings are providing relevant programmes and broad experiences which are appropriate for the children and which strive to achieve the learning outcomes recommended in the National Curriculum Framework (2012). National systematic data gathering from all early years settings to inform planning; facilitate the identification of gaps in training and/or qualifications of staff; generally monitor the quality of provision available and consequently provide appropriate support to improve services; ensure availability and affordability of quality services for all children, especially for those who are at-risk or at a disadvantage. The development of a research agenda to identify the national characteristics associated with quality services as well as trace factors which contribute to later achievements and prevent early school leaving. Recommendation 5: Staff training and qualifications Staff training and qualifications need to be revised and addressed. An ambitious situation towards which Malta must aim and reach is one where all practitioners have a minimum amount of training and a corresponding qualification whilst at least 50% of staff working in early years settings have a relevant tertiary qualification. The level of education expected of personnel applying for professional training in the early years sector and the level of training and final qualification awarded to the practitioners are challenges which need to be addressed if the quality of the early years programmes and experiences are to be addressed. International literature has convincingly demonstrated that highly-educated and well-trained professional practitioners play a key role in supporting children s growth, learning and development. Recommendation 6: Accreditation of courses A more uniform and standardised process of accreditation is advisable. There appear to be a number of anomalies in the accreditation of courses which are offered by different entities. Distinctions exist between courses which were available prior to the publication of National Occupational Standards and those which came about or are being proposed following the publication of the Occupational Standards. Some courses are accredited by the local national agency; others are accredited by foreign entities. Holders of unaccredited programmes are tested by yet a third entity. There needs to be a better match between the content of the training programmes and the expectations of the occupational standards. These occupational standards need to be revisited to reflect a better match between the interpretation and expectation of the standards themselves, the content of the training programmes and the on-going development and conclusions about child development and its impact on education and care practices and policies. Recommendation 7: Curricular programmes and activities Continuous professional development should be mandatory. Keeping in mind that several practitioners have no formal qualifications or are in possession of a low-level qualification, CPD should be mandatory to support practitioners in the development of appropriate programmes of activities. This needs to be done in light of the outcomes of the National Curriculum Framework (NCF, 2012) as well as other curricular documents which can be considered as best practice examples. Anecdotal evidence and a small number of research 9

10 studies in early years settings indicate that some practices adopted in several early years settings are not addressing fundamental principles of how young children learn best with the result that the experiences offered, do not maximise the potential development of each child. The relatively low or even total absence of qualifications of staff, coupled with years of unregulated services, minimal direction in terms of the development of frameworks, programmes and activities and in some instances, misguided expectations of parents, are all factors which have contributed to a situation of inappropriate practices. 10

11 Preamble Equitable access to good quality early years provision is a vision which subsequent Government administrations are aiming to achieve. The political manifesto of the Labour Party (2013) 1 (p.40) associates the provision of free child-care with opportunities for parents, especially mothers, to join the work-force. The proposal is presented from a labourmarket/economy-driver perspective rather than the social and educational well-being or development of young children and the benefits which good quality services can contribute to children s development. This proposal in itself is not unique or unusual and in recent years, the discussion in favour of widespread provision for accessible and affordable child-care settings especially across Europe has been associated with a viable way of increasing the rate of female employment. For example, in the executive summary to the document focusing of the provision of childcare services in 30 EU countries (2009), published by the European Commission s Expert Group on Gender and Employment Issues (EGGE) 2, the nature of the importance attributed to child-care is evident: There are several reasons why countries might invest in childcare services. A classical argument refers to the fact that the availability of good-quality childcare services has a positive impact on the female participation rate. A higher participation rate may increase gender equality, foster economic growth and help improve the sustainability of the present day welfare state, especially in the light of an ageing population.... Within the Barcellona targets (2002) 3, EU member states agreed to: remove disincentives to female labour force participation and strive, taking into account the demand for childcare facilities and in line with national patterns of provision, to provide childcare by 2010 to at least 90% of children between 3 years old and the mandatory school age and at least 33% of children under 3 years of age. (p. 12) Indeed, one of the EU s Country Specific Recommendations for Malta, as reported in Malta s National Reform Progamme (April, 2013) is to Enhance the provision and affordability of more childcare and out-of-school centres, with the aim of reducing the gender employment gap (p. 16). The document outlines three initiatives which the Government had already taken in order to encourage and support families to use child-care services as well as makes reference to two plans with the same aim (Table 1). Subsequently, the EU Council recommendation on Malta s 2013 national reform programme and delivering a Council opinion on Malta s stability programme for (29 th May 2013) 4 : RECOMMENDS that Malta should take action within the period to... Continue supporting the improving labour market participation of women by promoting flexible working arrangements, in particular by enhancing the provision and affordability of child-care and out-of school centres. (p. 6-7) 1 2 European Commission s Expert Group on Gender and Employment Issues (EGGE) (2009). The provision of childcare services. A comparative review of 30 European countries. Luxembourg: Office for Official Publications of the European Communities 3 Presidency Conclusions. Barcellona European Council 15 & 16 th March Available:

12 Current measures Parents who paid fees for childcare services to centres which are registered/approved by the DSWS, DQSE or is a service provided by the FES in respect of their children who are below the age of 3, are eligible for a deduction equal to the lower of 1,300 for every child or the amount of fees paid during 2012 upon the filing of the income tax return. Through the childcare subsidy scheme, the ETC offers a subsidy of 1.50 per hour on childcare services availed of by individuals during the period of training offered by the Corporation....the subsidy shall only apply for the days and times during which a parent or guardian is attending for an ETC training course. To further increase the number of women employees and women returning to work, with effect from the year of assessment 2011, employers can claim a deduction, upon the filing of their income tax return, in respect of expenditure incurred as from 1 January 2010 on the construction of a childcare facility or the acquisition of childcare equipment at the workplace. This deduction is capped at 20, Table 1 Current and planned measures to promote use of childcare (Malta's National Reform Programme 2013) Planned measures Families in Malta and Gozo will have the opportunity to send their children to childcare centres free of charge. This project will be carried out with the involvement of the private sector. Families who opt to send their children to private childcare centres will benefit from an income tax deduction of 2,000 on childcare centre fees. Whilst the plans to extend free childcare to all families is laudable, this white paper proposes an alternative focus to an early years policy, namely one which puts the child and the wellbeing of children who are in child-care services at the centre of the policy. It argues for a coherent early years policy based on an agreed definition of early years, a rethinking of cultural expectations linked to the rationale for the provision of early years settings and the articulation of clear, strategic direction for policy through a firm understanding of the implications arising from a child-centred policy for the early years sector. A historical overview of the sector in Malta, including the changes within it since 1975, will be off-set against developments in early years contexts and policies internationally, providing an analytic basis for the current state of affairs which needs to be undertaken ahead of considering proposals for the future development of the sector. There are two main objectives to this paper: documenting the state of affairs in the Early Years sector as it has developed in Malta; outlining the way forward with a view to extending the provision of the service whilst ensuring that provision will be affordable, accessible and of high quality. Recommendations for the way forward will highlight and identify the challenges which Malta faces in order to address the demand for, as well as the supply of affordable, good quality services. 12

13 Defining early childhood education and care The term early childhood is the period of time in the life of an individual which incorporates birth through to the age of seven (WHO, 2009; OECD, 2001). This phase has been recognised as crucial in the development of human beings (Naudeau, Kataoka, Valerio, Neuman, Elder & Kennedy, 2011; Evangelou, Sylva, Kyriacou, Wild & Glenny, 2009; Victorian Curriculum and Assessment Authority, 2008). Most of what is learnt and more importantly, how it is acquired and learnt, sows the seeds for short-term and long term achievements and development. Research into child-development (Donaldson, 1992 and Nutbrown 2006), neuro-science and brain development in the early years (OECD, 2007; Center on the Developing Child at Harvard University, 2011; Cypel, 2013) and studies looking at the interaction of adults with very young children (Trevarthen, 2010; Jordan, 2004; Pramling Samuelsson & Sheridan, 2009), all contribute to an appreciation that a child has the potential to develop fully through on-going, direct, meaningful and active participation in a responsive environment. Babies, toddlers and infants are active agents and not passive recipients in their own learning and development, thus sharing in constructing and understanding knowledge and information as presented by the world around them. Internationally, there is agreement that early childhood education and care (ECEC) matters because of the wide-range of benefits (OECD, 2012), including: social and economic benefits; better child well-being and learning outcomes as a foundation for lifelong learning; more equitable outcomes and reduction of poverty; increased intergenerational social mobility (OECD, 2012, p. 17) Agreeing to a definition and accepting the importance of the early years has massive implications for the responsibilities and roles of adults in supporting the development and growth of learning and understanding of young children. Adults in-depth understanding of how young children learn, coupled with a high degree of education which emphasises a reflective and responsive person, leads to the provision of high quality experiences which can shape children s development and later success in life. Leach & Trevarthen (2012) argue that: Outcome studies are making it clear that the most important aspiration for any child is not precocious pre-academics at three or four or even excellent language at two but a secure attachment to parents or people who stand in for parents, from the very beginning and joyful companionship with them....from the start, a child is a creative person who responds with inventive expressions to live company. This is how knowledge of the human world...is passed on, with the child as both learner and teacher, in a small, trustful community. (Nursery World, October 2012, p ) A rich conceptualisation of children s learning has implications for the policies which will guide the sector: rather than perceiving the provision of the service as a means of simply minding and caring for young children, policies can focus on the long-term investment which early years experiences foster, through education and care. To this end, and on the basis of findings from international literature reviews, the OECD (2012) (p.15) has identified five key policy levers to encourage quality in ECEC: Policy Lever 1: Setting out quality goals and regulations Policy Lever 2: Designing and implementing curriculum and standards 13

15 Early Childhood Education and care policies: an international perspective Early childhood education and care has captured the attention of most governments around the world. The OECD (2001) reports that: early childhood education and care has experienced a surge of policy attention in OECD countries over the past decade. Policy makers have recognised that equitable access to quality early childhood education and care can strengthen the foundations of lifelong learning for all children and support the broad educational and social needs of families (OECD, 2001, p. 7). In their proposed framework for analysing early childhood development policies and programmes cross-nationally, Neuman and Devercelli (2013) identify a number of reasons which support the need for investing in early childhood development (ECD). Experiences in early childhood shape the architecture and wiring of the brain; Investments in ECD can address early gaps in opportunity; Investments in ECD yield long-lasting high returns; As policymakers weigh the costs of investment in ECD, it is becoming increasingly clear that the potential returns far exceed costs; Investments in ECD have proven highly cost effective and a wise use of limited Government resources; Investments in ECD can maximize both efficiency and equity; and The potential returns to investments in ECD extend beyond direct benefits to children, and ECD investments can help achieve a range of policy objectives. Internationally, early years policies which have developed are indeed varied reflecting the complex interplay of factors which impinge on this sector. In-depth analyses of provision and policies in 20 countries, suggest that there are four broad-based contextual challenges in the provision of child-care: the rise of the service economy and the influx of women into salaried employment; the necessary reconciliation of work and family responsibilities in a manner more equitable for women; the demographic challenges of falling fertility and increased immigration, particularly in European countries; and the need to break the cycle of poverty and inequality that begins in early childhood. (OECD, 2006, p. 20) In several contexts, rather than a specific policy which targets early childhood education, several policies exist which address but divide early years into child-care and pre-school education. This has led to a disregard of the developing child for whom the setting up of provision should be of utmost benefit. Since child-care and pre-school education have had very different roots, this has led to inequalities and what Moss (2012) argues has led to a dysfunctional and split system. The separation between care and education, which to date persists in several countries, leads to inequalities on a number of levels, especially when care is associated with the welfare system and social policy whilst early education is considered to be the remit of education. Moss (2012) articulates a list of difficulties, disadvantages and challenges which are caused by a split system resulting in a dysfunctional system with adverse effects on children, parents and workers in the field: 15

16 inequalities (in education and pay between teachers and childcare workers; in what parents pay for services; in gaining access to provision); divisiveness (some services for children of working parents, some for children in need, others providing education for over 3s); and discontinuities as children have to switch between sectors. The split encourages compartmentalised thinking and provision, and weakens the early childhood field overall, leaving it more open to schoolification, as the often conservative and narrowly focused school system pushes down on early childhood. The thread running through is a bad deal for under 3s and those who work with them, split systems leaving services for these children at a real disadvantage. (Moss, Sept.2012, Nursery World) Clearly, a split system does not contribute to a holistic understanding of early years and children s development during these years. Rather it perpetuates and reinforces divisions which are reflected at policy level, governance, access to the services, funding, regulation, overall quality provided, the curriculum and nature of the programme offered, staff training and qualifications. Typically, the two sectors in these split systems are governed, in terms of policy making and administration, by social welfare and education ministries respectively, and are also structured in very different ways with respect to types of service, workforce, access criteria, funding and regulation (including curriculum). Given their distinct historical roots, childcare and early education services in these split systems embody different visions and understandings of children, programme goals, approaches and contents. (Kaga, Bennett & Moss, 2010, p. 7) The solution which a number of countries have adopted is one of administrative integration. In addition to the four Nordic countries, the OECD (2006) reports that countries such as Iceland, New Zealand, Slovenia and Spain have all integrated their early childhood services under one ministry. There are several advantages associated with having one lead ministry responsible for policy-making in the sector: More coherent policy and greater consistency across sectors in terms of regulation, funding and staffing regimes, curriculum and assessment, costs and opening hours, in contrast to high fragmentation of policy and services. More effective investment in young children, and higher quality services for them. In a split system, younger children are often defined primarily as dependent on parents or simply in need of child care services.... their services have often to make do with insufficient investment, non-accredited child-minding and unqualified staff. Enhanced continuity of children s early childhood experiences as variations in access and quality are lessened under one ministry, and links at the services level across age groups and settings are more easily created. Improved public management of services, leading to better quality and greater access by parents. (OECD, 2006, p. 49) Moss (2011) argues that integration can be seen as something of a continuum and a country could opt for partial integration although this is not recommended. For full integration to be achieved, the following eight separate dimensions need to be attended to: a conceptual dimension and seven structural ones, including: policy making and administration, regulation, curriculum, access, workforce, type of provision, and funding. 16

17 Depending on the circumstances prevailing in any country, it would appear wise to approach the planning and realisation of a coherent, integrated and all-encompassing early years policy in a strategic manner. In many countries, public policies remain deeply inadequate to provide all children with opportunities to fully develop and thrive. ECD presents a particular challenge to policymakers due to its multi-sectoral nature and the necessity of reaching a variety of stakeholders to influence outcomes. Despite the clear evidence of the benefits of investments in ECD, there is not an existing consensus on how policymakers can holistically design ECD policies. Yet, there is a growing body of evidence on what policies matter most for developing strong ECD systems. Neuman and Devercelli (2013) 17

18 Early Childhood Education in Malta: a historical account Section 1: Availability and provision of a divided service Early years provision in the local context is divided into at least two distinct but invariably overlapping sectors: the non-compulsory sector, which is further sub-divided into two aspects - child-care for under three-year-olds and kindergarten (KG) for three to five-yearolds - and the first two years of compulsory primary education comprising five to seven-yearolds (NCF, 2013). EARLY YEARS NON- COMPULSORY COMPULSORY Child-care Under 3 year olds Kindergarten 3 to 5-year-olds Year 1 and Year and 6-7-year olds Figure 1: Early childhood education & care in Malta (2013) Starting compulsory school age in the year a child turns five, places Malta amongst a small group of European countries where formal education starts early. According to Eurydice (2013) data, in the majority of European counties, compulsory education starts at the age of six. However, in several countries, pre-primary education (ISCED 0) is compulsory and children start school before it is mandatory. Age Country 4 Northern Ireland 5 Cyprus, England, Malta, Scotland, Wales 6 Austria, Belgium, Croatia, Czech Republic, Denmark, France, Germany, Greece, Hungary, Iceland, Republic of Ireland9, Italy, Liechtenstein, Luxembourg, Netherlands, Norway, Portugal, Romania, Slovakia, Slovenia, Spain, Switzerland, Turkey 7 Bulgaria, Estonia, Finland, Latvia, Lithuania, Poland, Serbia, Sweden 18

19 Table 2 Compulsory age of starting school in European Countries (2013) 5 The split system between compulsory and non-compulsory sectors causes difficulties. Locally, the division of sectors according to children s ages, is especially problematic within the non-compulsory sector: I. Although child-care is associated with under-threes and KG settings are for three to five-year olds, and although National Standards for Child Day Care Facilities (2006) cater for children aged from birth to 36 months, since attendance is not obligatory in either sector, in reality children can be in child-care at any age until the year they turn five (see Table 3). On the other hand, admittance to KG is accepted only from the age of two-years nine months. This results in child-care settings enrolling children who fall under the responsibility of two different agencies; child-care is monitored by the Department of Social Welfare Standards (DSWS) within the Ministry for Social Policy; kindergarten falls under the remit of the Ministry of Education and Employment. This split leads to divergent understandings about children and their development and reinforces the divide between care and education. Number of child-care settings (N=69) % of age group enrolled in settings Less than 3 months months months months months Three year olds Accepting 4 year olds Table 3 Age groups admitted at child-care settings in 2013 (N=69 settings) 6 II. III. To date, individuals or entities wanting to set-up a child-care centre are not obliged to apply for or obtain registration and therefore some settings could very well exist without any official status or monitoring. On the other hand, KG settings must be registered and licensed with the Education sector. This situation has arisen as a result of the unregulated and ad hoc manner in which child-care settings started to operate. This issue is of concern considering that if such unregistered settings exist, nothing is known about the safety, protection and practices with vulnerable children. The history and conceptualisation associated with child-care and KG is very different although both sectors address early years services. The former have had working parents as the target clients, thus viewing services as places where children can be cared for in a safe environment; the latter have been conceptualised as places where children socialise and prepare for school (Sollars, Attard, Borg & Craus, 2006, p. 24). This has led to a clear divide between care and education rather than a 5 (2013). Eurydice at NFER unit for England, Wales & Northern Ireland. Compulsory age of starting school in European countries. Available at: BCD7AB934443&siteName=nfer 6 The 69 child-care settings which provided the data represent 95% of the available settings. Data collected by the Research & Standards Development Unit (RSDU) within the Department of Social Welfare Standards (DSWS) (2013) 19

20 IV. conceptualisation of the early years as a rich and continuous opportunity for educare. Occupational standards (OS) 7 have recently been made available but whilst these are applicable to staff working in child-care settings they are not applicable to staff working at KG centres. Ironically, the OS document purports to cover child-care settings which accept children between the ages of 0 to 5 years, thus reinforcing the divide between the two sectors and the governing agencies. These and other challenges related to a split sector will be elaborated further in subsequent parts of this document. They will be presented as arguments to support an integrated system referring to early childhood education and care (ECEC). This integrated system incorporates birth to seven-year-olds, as advocated in the National Curriculum Framework (NCF, 2012) and requires one entity to govern, monitor and regulate provision for the early years. Types of KG settings Within the public early years sector, provision for Kindergarten in Malta can be traced back to 1975 with the introduction of settings for four-year-old children and the downward extension of the service to include three-year-olds in Within the private sector, provision for kindergarten settings existed prior to 1975 predominantly through services offered by some religious orders. KGI and KGII became part of the terminology widely adopted to refer to children aged 3 to 4-years and 4 to 5-years respectively. KG provision is currently available within all State primary schools, most of the Independent schools and several Church schools. During the scholastic year 2012/2013, there were 105 KG settings in Malta and Gozo which were used by 8,360 three and four-year-old children. Registration and attendance are quite high (Table 5). According to EUROSTAT (July, 2013) Malta has reached 100% attendance level amongst four-year-olds. State Church Independent TOTAL Malta Gozo Total Table 4 Number of pre-primary (KG) settings in State Church Independent TOTAL Malta 5, ,320 7,806 Gozo Total 6, ,320 8,360 Table 5 Number of children attending pre-primary (KG) schools Whilst KG settings had always catered for three to five-year-old children, since the 2007 Government agreement with the Malta Union of Teachers (MUT) 9, Kindergarten services in the state sector started welcoming children from the age of two years nine months. This was done in a bid to iron out the transition difficulties arising from the practice of having three 7 (2013) Occupational standards for child-care workers and managers in Malta. Available at: https://secure3.gov.mt/socialpolicy/admin/contentlibrary/uploads/mediafile/occupational_standards_child_car e.pdf 8 Source: DQSE 9 (2007). Ministry of Education, Youth & Employment. Agreement between the Government and Malta Union of Teachers. Available at: 20

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